The model of the personalized professional development of a teacher

The research problem and the rationale for its relevance. In the context of the implementation of the requirements of the updated regulatory framework regulating the organization of the pedagogical interaction in the modern educational environment, the issues of designing an individually personalized model of professional development are considered, which in the scientific literature is associated with the gradual appropriation of the qualities of a professionally mature personality by a teacher. These are not only available professional achievements of a teacher, but also active reflection and improvement of accumulated practical experience for the purpose of operational and optimal regulation of the professional activity, characterizing a sufficient degree of the formation of the professional self-determination, personal self-realization, the position of an active subject of the professional life activity. A similar portrait of a teacher-professional is depicted in a number of scientific studies in the context of the personification of professional development. However, the question of the mechanisms, content, and results of the implementation of a personalized teacher development strategy still remains open. The goal of research is to analyze the methodological foundations of designing the model of the personalized professional development of a teacher and substantiating the conditions for its introduction into the system of the additional professional education. Methodology (materials and methods). The author analyzes domestic and foreign studies on the problems of including a personalized component in the strategy of the designing an individual route of the professional development. The definition of the category “professional development” is presented, the features of the personification of the professional activity of a teacher through the description of internally and externally determined factors are highlighted. The research summarizes and interprets the principles and conditions of the personalized professional development of a teacher set out in the scientific literature. The paper scientifically and practically substantiates the possibility of introducing a model of personalized professional development of a teacher, which is the scientific novelty of the presented materials. The practical significance of the article is due to the possibility of using the ideas embedded in the model in the process of designing events within the framework of formal and informal education and self-knowledge of the teacher as a subject of his professional development. In the study, as priority approaches to the development of a model of personalized professional development of a teacher, the ideas of continuing education, the provisions of andragogy, competence, personalized and system-activity approaches, as well as the concept of pedagogical design (pedagogical design), the provisions of which were confirmed by the use of a set of methods: theoretical analysis and generalization of scientific sources on the problem of the research, pedagogical modeling. Results. According to the results of the study, the categorical apparatus of the problem of personalized professional development of a teacher was analyzed. The principles and conditions revealed during the analysis of scientific views on the essence of personification in professional activity were the basis for the development of a model of personalized professional development of a teacher, consisting of four interrelated blocks: target, content, organizational-technological and performance-criteria. For the purpose of practical implementation of the ideas embedded in the model of personalized professional development of a teacher, the author designed and implemented a meeting project with the pedagogical community on the topic “Personification of professional development” (the meeting was organized as part of the “Scientific and methodological event on the problems of school history education” in the days of Russian competition of schoolchildren in history). The content of the event reflected the essence of the idea of professional self-knowledge, self-actualization, clarification and enrichment of new knowledge, taking into account the “background” of the topic, the subject of interaction between the organizer and the pedagogical community.